Fieldwork Educators' Perspectives: Professional Behavior Attributes of Level II Fieldwork Students

Campbell, Marcie K; Corpus, Katelyn; Wussow, Tracy M.; Plummer, Teresa; Gibbs, Debra; Hix, Shelley

doi:10.15453/2168-6408.1146

Cited by 14 publications

(30 citation statements)

References 14 publications

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“…; Kielhofner, 2008;Taylor, 2017). Ideally during fieldwork, students respond positively to feedback and make the necessary emotional or physical changes to increase client and team engagement and generate a therapeutic environment (Andonian, 2013;Brown et al, 2016;Campbell & Corpus, 2015;Hackenburg & Toth-Cohen, 2018;Mason et al, 2014). Self-reflection builds a student's occupational competence and clinical performance by enhancing therapeutic use of self and strengthening the efficacy of client interventions (Hackenburg & Toth-Cohen, 2018;Taylor, 2008).…”

Section: Self-reflection In Level II Fieldworkmentioning

confidence: 99%

“…Self-reflection builds a student's occupational competence and clinical performance by enhancing therapeutic use of self and strengthening the efficacy of client interventions (Hackenburg & Toth-Cohen, 2018;Taylor, 2008). Leadership potential is unlocked and a feeling of success and confidence results as each student embarks on a rewarding OT career (Campbell & Corpus, 2015).…”

Section: Self-reflection In Level II Fieldworkmentioning

confidence: 99%

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Occupational Therapy Student Conceptions of Self-Reflection in Level II Fieldwork

Iliff

Tool²,

Bowyer³

et al. 2019

JOTE

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Self-reflection is paramount to the development of professionalism and serves as the foundation of adult education and lifelong learning. Pedagogical approaches in health sciences programs that promote selfreflection are growing in popularity. Current literature identifies a gap in what and how students conceive selfreflection and whether self-reflection is creating professionals that meet the challenges of today's healthcare climate. This qualitative study explores the conceptions of self-reflection for occupational therapy students in Level II Fieldwork. The use of phenomenographic methodology guided the collection of information-rich data through semi-structured interviews. Twenty-one occupational therapy graduates volunteered to participate in the interviews. Verbatim transcripts were coded to identify categories and patterns in the data. A focused discussion was employed as a member-checking method to ensure accuracy of study outcomes. Participants identified that self-reflection may serve to inform personal and professional practices during occupational therapy student clinical rotations. Although universally defined, student self-reflection occurred in countless ways and took many forms. Participants valued its function in expanded decision making, selfawareness, and competence in fieldwork and everyday occupations. These findings facilitate further research and the creation of new self-reflection educational methods or interventions designed to build or remediate self-reflective capacity of health sciences students during academic and clinical programming.

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Section: Self-reflection In Level II Fieldworkmentioning

confidence: 99%

Section: Self-reflection In Level II Fieldworkmentioning

confidence: 99%

Occupational Therapy Student Conceptions of Self-Reflection in Level II Fieldwork

Iliff

Tool²,

Bowyer³

et al. 2019

JOTE

View full text Add to dashboard Cite

show abstract

“…Another suggestion was to ensure a good communication system between the academic program and the fieldwork site (James & Musselman, 2006). Campbell and Corpus (2015) examined the perspectives of fieldwork educators on the professional behaviors of Level II fieldwork students. They asked 296 fieldwork educators to complete two surveys, revealing that the professional behaviors that correlated to specific sections in the FWPE as being strongly influential on the successful completion of Level II fieldwork were: responsibility, constructive feedback, time management, and interpersonal skills.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Professional behaviors have been identified as imperative for fieldwork success and held to high expectations by fieldwork educators (Campbell & Corpus, 2015;Koenig, Johnson, Morano, & Ducette, 2003;Robinson, Tanchuk, & Sullivan, 2012). Professional behaviors include communication skills, initiative, clinical reasoning, common sense, ability to handle stress, interpersonal skills, and interest in learning (Campbell & Corpus, 2015;Gutman, McCreedy & Heisler, 1998;James & Musselman, 2006;Kasar & Muscari, 2000;Koenig et al, 2003;Scheerer, 2003).…”

Section: Introductionmentioning

confidence: 99%

“…Professional behaviors include communication skills, initiative, clinical reasoning, common sense, ability to handle stress, interpersonal skills, and interest in learning (Campbell & Corpus, 2015;Gutman, McCreedy & Heisler, 1998;James & Musselman, 2006;Kasar & Muscari, 2000;Koenig et al, 2003;Scheerer, 2003). Moreover, studies such as that completed by James and Musselman (2006) have found that the most common characteristics of students who have failed fieldwork are poor professional behaviors.…”

Section: Introductionmentioning

confidence: 99%

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Professional Behaviors and Fieldwork: A Curriculum Based Model in Occupational Therapy

Hackenberg

Toth-Cohen

2018

JOTE

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Professional behaviors have been identified as imperative for fieldwork success in occupational therapy, and are held to high expectations by fieldwork educators. This study consisted of three phases. Phase one was a retrospective analysis of past Fieldwork Performance Evaluations (FWPE; n=319). Phase two consisted of the development of a curricular model and Level I Fieldwork Seminar with a focus on low-scoring professional behaviors on the FWPEs, which included verbal/ non-verbal communication, written communication, professional responsibility, work behaviors, and time management. Finally, phase three was a review of the course by the Philadelphia Region Fieldwork Consortium and edits to the seminar based on their feedback. Two theories, situated cognition and self-directed learning, were used to guide the curriculum development. ABSTRACTProfessional behaviors have been identified as imperative for fieldwork success in occupational therapy, and are held to high expectations by fieldwork educators. This study consisted of three phases. Phase one was a retrospective analysis of past Fieldwork Performance Evaluations (FWPE; n=319). Phase two consisted of the development of a curricular model and Level I Fieldwork Seminar with a focus on lowscoring professional behaviors on the FWPEs, which included verbal/ non-verbal communication, written communication, professional responsibility, work behaviors, and time management. Finally, phase three was a review of the course by the Philadelphia Region Fieldwork Consortium and edits to the seminar based on their feedback. Two theories, situated cognition and self-directed learning, were used to guide the curriculum development. INTRODUCTIONProfessional behaviors have been identified as imperative for fieldwork success and held to high expectations by fieldwork educators (Campbell & Corpus, 2015;Koenig, Johnson, Morano, & Ducette, 2003;Robinson, Tanchuk, & Sullivan, 2012). Professional behaviors include communication skills, initiative, clinical reasoning, common sense, ability to handle stress, interpersonal skills, and interest in learning (Campbell & Corpus, 2015;Gutman, McCreedy & Heisler, 1998;James & Musselman, 2006;Kasar & Muscari, 2000;Koenig et al., 2003;Scheerer, 2003). Moreover, studies such as that completed by James and Musselman (2006) have found that the most common characteristics of students who have failed fieldwork are poor professional behaviors. However, few studies exist that offer ways in which professional behaviors necessary for successful performance in fieldwork can be addressed during a student's academic preparation. Additionally, it is unclear how these poor professional behaviors can be

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Differentiating Fieldwork Settings: Matching Student Characteristics to Demands

Kemp

Crabtree

2018

Occupational Therapy In Health Care

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Academic fieldwork coordinators (AFWCs) face the challenge of matching students to Level II fieldwork (FW) sites. This study surveyed 301 fieldwork educators (FWEs) from 30 states to explore how important it was for students to possess 25 characteristics or abilities to enable success at the educators' individual work sites. The top three characteristics and abilities overall were as follows: (1) time management, (2) ability to communicate with supervisor when help is needed, and (3) overall professional behavior. Using Mann-Whitney U-tests for ordinal data, statistically significant differences (p ≤ .01) were found between settings with acute care having the highest expectations of students. Overall results support the value of FW coordinators matching students' abilities to demands of settings prior to Level II FW placements. Top ranking items may also guide schools on admissions criteria and skill development throughout curriculum.

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Fieldwork Educators' Perspectives: Professional Behavior Attributes of Level II Fieldwork Students

Cited by 14 publications

References 14 publications

Occupational Therapy Student Conceptions of Self-Reflection in Level II Fieldwork

Occupational Therapy Student Conceptions of Self-Reflection in Level II Fieldwork

Professional Behaviors and Fieldwork: A Curriculum Based Model in Occupational Therapy

Differentiating Fieldwork Settings: Matching Student Characteristics to Demands

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